Career Journeys Research Articles

A journey into women's managerial career development through the social cognitive career lens

This article presents a computational literature review that aims to disentangle the themes that have marked the academic debate on women's career development in management positions through the lens of social cognitive career theory. Relying on the novel methodology of topic modeling, the research inductively conceptualizes 12 topic-based themes that have contributed to academic debate in the last decades. In interpreting the landscape that emerged, the topics have been aggregated into three main categories: individual characteristics and learning experiences, contextual factors, cognitive mechanisms, and regulation of behavior. The fine-grained conceptualization of the topics and the derived framework contribute to systematizing the literature and to emphasizing the different facets of women's career journeys in attaining leadership positions. Through a discussion of the contributions and limitations identified in each category, the study provides recommendations for future research.

Bridging the gap for underserved populations: Personalized AI solutions for college access and learning support

AbstractThe evolution of artificial intelligence (AI) technology offers promising solutions to underserved populations in the United States. AI tools can reduce college access and academic barriers for low‐income students, first‐generation college students, racial and ethnic minorities, individuals with disabilities, and students living in rural areas. While AI tools offer support to college students from all demographics, they offer uniquely individualized assistance to underserved students to overcome the complex postsecondary schooling challenges they face. Examples of the nuanced, often complex, obstacles faced by these vulnerable students are discussed along with brief descriptions of AI tools that can help. AI tools leverage the power of high‐speed computing, expansive access to information, machine learning capabilities, and natural language processing. Utilizing the power of AI tools, vulnerable learners can increase their access to financial, academic, and social resources needed to attend and be successful in postsecondary education. AI tools also help close opportunity gaps as they provide means by which college students gain increased independence and control over their educational and career journeys. Note that the AI tools referenced in this article are included as examples only. We encourage ongoing discussion of AI‐powered tools and solutions to help underserved students gain more access to higher education and get individualized support for vulnerable learners.Practical Takeaways Highlighting the potential of AI in addressing educational inequalities. Using AI in higher education settings for educators to better understand and respond to student needs. Implementing AI usage in higher education settings for underserved populations to reduce dropout rates. Leveraging technology to offer tailored guidance, bridging gaps, and fostering community among the underserved populations in higher education.

61 Investigating Barriers to Surgical Careers and Addressing the Growing Need for Diverse Role Models in Surgery Through a Mentoring Event

Abstract Aim Attrition of females during surgical training remains a significant problem; only 14.7% become consultants. This project aimed to assess barriers to surgical careers and provide diverse role models to support uptake. Method A mentoring event was held, first-of-its-kind locally, including surgeons from diverse backgrounds and career stages discussing career journeys, work-life balance, parenthood, and less-than-full-time training. Surveys were disseminated before (“pre-event”), immediately after (“post-event”), and five months later (“follow-up”), to assess longevity of impact. Surveys involved open-ended and Likert-scale questions (‘10=very-much’; ‘0=not at all’) across a series of statements assessing opinion regarding surgical careers. Descriptive statistics and thematic qualitative analysis were undertaken. Results Students identifying as female across all year-groups from London completed pre-event (n=25), post-event (n=25), and follow-up (n=11) surveys. More students were considering surgical careers following the event (score ≥7/10: pre-event 76%; post-event 92%; follow-up 91%). The most common uncertainties and worries reduced after the event: work-life balance (pre-event 48%; post-event 24%); and parenthood (32%;24%). However, remaining concerns included the training pathway (32%;36%) and competitiveness (20%;36%), with 18% citing sexual harassment as a deterrent at follow-up. 84% scored ≥8/10 stating the event strengthened their decision to become a surgeon. The event met all expectations, exceeding in 28%. The format was well received (60% scoring 10/10), and 96% signed for additional mentoring. Conclusions The value of mentoring through a single evening and early support in decision making is potentially beneficial to career progression for aspiring surgeons. Continuous support in the form of further evenings and long-term mentoring should be explored.

Vocational teachers in school settings: career pathways and motivations

ABSTRACT Vocational programmes offered to school students form an essential segment of senior secondary education, providing opportunities for students to develop employability skills, complete their senior secondary certificate and gain credit towards a vocational qualification. While school systems are experiencing teacher shortages across the board, these are both acute and ongoing in vocational programmes in many countries and attracting and retaining vocational schoolteachers is a critical policy challenge. While career pathways, motivations and intentions, and job satisfaction for mainstream schoolteachers have been extensively studied there has been less research on vocational teachers, and very little on those teaching in a school setting. We sought to understand motivations for teaching, satisfaction and career pathways of teachers who teach Vocational Education and Training in schools (VET in schools) in Australia. This study employed structured interviews with nine VET teachers working within a secondary school setting. Self Determination Theory (Ryan & Deci, 2000b) was the analytical framework used to understand factors influencing their entry into teaching and engagement. We found commonalities with the research on attraction and retention into teaching more broadly, but identified additional specific factors shaping vocational teachers’ career journeys and motivation. We identify implications for policy and practice to support the attraction, retention and career satisfaction of VET in schools teachers.

A Psycho-Spiritual Approach to Purpose-Based Career Coaching: A Step-By-Step Guide for Practitioners

Life is meaningless, drowsy, stressful, boring, wasteful, and fruitless without purpose. Hence, purpose justifies someone’s existence on earth. It is assumed therefore that nobody was born by accident. The Creator, God thought about it and decided that it was good for one to be born. It is therefore one’s responsibility to find the reasons that justify one’s existence on earth and choose a career that corresponds with it. The main purpose of this article was to explore the steps for implementing purpose-based career coaching. The study was a mixed method research aiming to explore the experiences and perspectives of individuals about purpose-based career coaching. Participants included students, graduates, teachers, parents, counsellors, and lecturers. Data was generated through multiple methods, including individual interviews, focus groups, and qualitative surveys. Thematic analysis was employed to analyze the data and identify key themes. The findings of this study revealed three distinct themes: 12 steps guide for a purpose-based career coaching, the core beliefs underlying purpose-based coaching, and the objectives associated with purpose-based career coaching. With these themes in mind, practitioners can adopt a holistic approach when coaching individuals towards achieving their purpose-driven career goals. This structured approach to career coaching ensures a comprehensive and systematic exploration of the career-related challenges and opportunities that individuals may face. Throughout the article, attention is given to the integration of spirituality into the career development process. The implication of the article is that through the incorporation of spiritual principles and practices, individuals can tap into a deeper sense of purpose and direction which will in turn enable them to navigate their career journeys with clarity and confidence. In addition, the article offers helpful information and techniques to help people grow in their spiritual awareness and incorporate it into their work lives. Keywords: Career Coaching; Career Choice; Psycho-Spiritual; Purpose; Reimagining

Narrowing the scientist-practitioner gap via career triangulation

Our career journeys are unique and become integral parts of our life stories. This paper describes the development of a career path that can be currently defined as a persistent effort to balance three separate but highly aligned areas that feed into each other: research, teaching and coaching. The emergence and improvement of each of these career identities will be explained, focusing on the motives and concerns that guided the quest. The dynamic nature of this triangular career and the interaction among its components will be clarified, followed by a summary of key suggestions and insights based on this journey to address the scientist-practitioner gap. This career story is expected to inspire others who need to reconsider their career perceptions and expectations, and define their authentic career identities.

The Unique Professional Journey of Female High School Principals in Utah

The purpose of this study was to increase awareness of the unique professional journey of female high school principals in Utah and to potentially adjust the male-gendered lens through which such leadership positions have traditionally been viewed. A narrative, phenomenological qualitative research approach was used to gather and analyze the career journeys of six female high school principals in Utah. Our findings indicated that female high school principals in Utah have experienced barriers similar to those identified in the relevant literature. Mentored support and examples of inclusive leadership practices assisted these women in moving through and beyond these barriers. Themes included expectations for female high school principals to act more like moms, failure to be recognized as the principal, perceptions of female leadership as unnatural, a woman’s voice not being heard, coaching as an effective career move for men, men freely talking down to women, not considering women for advancement, career-limiting stereotypes, women having to work harder, and the impact of mentors. We suggest that the simple sharing of rich narratives like those in this paper can invite administrators and policy makers to develop an awareness of the unique experiences of female high school principals and facilitate a reconceptualization of the high school principalship both in terms of theory as well as policy.

Pre-Placement Self-Assessment Program

Pre-Placement Self-Assessment Program is a prominent online platform dedicated to aiding job seekers, students, and career enthusiasts with a vast repository of resources and education and skill development, this platform will serve as a versatile hub for individuals preparing for competitive exams, job interviews, and placement assessments. Qualitative data collection involved surveys and interviews with active users of the platform, shedding light on their experiences and perceptions. Additionally, quantitative analysis was conducted by tracking user engagement metrics, including website traffic, resource utilization, and user feedback. The platform contains extensive repository of practice materials, including aptitude tests, technical questions, and general knowledge quizzes. This platform emerges as a powerful tool for career development and exam preparation. Our study underscores its efficacy in equipping individuals with the skills and knowledge necessary to excel in competitive assessments. The platform's extensive resources and user-friendly interface will make it a preferred choice for those embarking on their career journeys. As the digital landscape continues to evolve, this platform will remain a dynamic and indispensable resource, enhancing career prospects and fostering success among its users. Keywords - Exams, custom-exam, Online Test, Random Questions, self-assessment, self-monitoring, self-directed learning, learning gain, exam-report.

Learning to Hear Students’ Voices: Teachers’ Experiences on Student Mentoring

In recent years, mentoring practices have become increasingly common in different disciplines. One of these disciplines is education. In this connection, mentoring at the macro level contributes to the education system, while mentoring at the micro level reduces school dropout rates, increases academic success, supports students in their career journeys and protects them against any problems and unhealthy habits. In this context, the objective of this study is to provide an in-depth examination of teachers’ student mentoring experiences in the school context. To this end, phenomenological design, one of the qualitative research methods, was used in this study and the study was carried out with face-to-face interviews. The maximum variation sampling method, one of the purposeful sampling methods, was used to select the participants. A total of 15 teachers selected from different branches formed the study group of the study. The data obtained from the study were transcribed and the thematic analysis method was used to determine the emerging themes and, in this way, a total of five themes were determined: identification, the role of the mentor, the types of mentoring used by the mentor, the mentoring strategies used by the mentor and the problems encountered during the student mentoring process.

THE CHALLENGES AND ENHANCING PROFESSIONAL COMPETENCE: AN IN-DEPTH ANALYSIS OF THE HOTEL MANAGEMENT STUDENTS DURING THE INDUSTRIAL TRAINING EXPOSURE

Background: Industrial training exposure allows the students to apply the theoretical knowledge gained in the classroom to real-world situations. This practical application enhances their understanding of concepts and fosters a deeper learning experience. Working in a real-world setting exposes students to various challenges and scenarios, helping them develop a wide range of practical skills. Objectives: (1) To identify the various challenges encountered by hotel management students during their industrial exposure training period. (2) To study about the impact of industrial exposure on the acquisition of practical skills, professional demeanor, and industry-specific knowledge among hotel management students. (3) To identify the facilities and support mechanisms offered by hotels to trainees during their industrial exposure is crucial for understanding the learning environment and ensuring a positive and enriching experience for the trainees. Methodology: The study is descriptive in nature. The sample for the study consists of 124 from Wayanad district, Kerala. The primary data required for the research was collected using a structured questionnaire which was distributed off-line. Stratified Random sampling technique was used for the study. Data was analyzed based on the category of the hotel where the training was done and the statistical analysis was based on percentage, chi square test, correlation analysis, ANOVA Test with the help of IBM SPSS Version 23. Results: 58.1% respondents agreed with the statement that they get benefited by doing the industrial exposure training; whereas, 17.7% strongly agreed, 13.7% of the respondents neither disagreed nor agreed, 8% disagreed and only a minority of 4% of the respondent said that they are not benefited by doing the industrial exposure training. The relationship between the category of the hotels and the stipend provided, weekly off and communication problems faced by the trainees had a statistically significant linear relationship (p<.001). Conclusion: The study suggests several measures for improvement, including providing accommodation, transportation support, stipends, uniforms, and compensation for extra work during peak hours. It also underscores the importance of addressing harassment issues and ensuring appropriate punishment for any misconduct. The research indicates challenges during industrial exposure training might lead to student discontinuation or a preference for higher studies after completing the course. This highlights the critical need for addressing these issues to retain and support students in their career journeys.

Women’s leadership development is everybody’s business: if not now, when?

ABSTRACT The focus of this paper lies in our special interest in women leaders and those aspiring to leadership positions in schools and other educational contexts within Australia. Leadership is a gendered concept, and due to a myriad of factors including conscious and unconscious bias, and the challenges of balancing career with other life commitment, the reality is that women’s career journeys are different from men’s. Women’s unique career trajectories have implications for achieving their leadership potential. In addition to reviewing some of the extant literature in the area of women in educational leadership, we share our experiences and reflections based on our research and the leadership development programmes we have run for women mainly in Australia. These programmes have reinforced to us their value, place, and contribution to enhancing women’s capacities for leadership. In this paper, we address the following four key questions as they pertain to women leaders within the Australian context: (1) Why a focus on gender and leadership? (2) What are some of the barriers impeding women leaders? (3) Why is it important to have multiple faces of leadership? (4) Why is women’s leadership development everyone’s responsibility?

Career Journey Influences on Mature Creative Arts Students in Higher Education: A Systems Theory Framework Approach

This research addresses the intersection of a unique student cohort, UK mature students studying creative arts subjects at higher education undergraduate level, focusing on career drivers and influences and using McMahon and Patton’s Systems Theory Framework of Career Development (2022). The findings suggest that these students face similar barriers to their non-arts peers; however, motivations and academic experiences can be unique. Key influences included passion for their subject and a desire to gain accreditation for their creative skill set. Also highlighted is the importance of tailored support and collaboration with mature students to co-create effective solutions to help them navigate non-linear career journeys.

Exploring how longitudinal integrated clerkships at Stellenbosch University influence the career journeys of medical graduates

Background. Longitudinal integrated clerkships (LICs) are increasingly being implemented across the globe for their educational benefits and the recruitment of rural medical practitioners. As new LICs are established, it is important to explore the extent to which these benefits manifest, and the influence of LICs on the career journeys of graduates. Stellenbosch University’s LIC has been running for 11 years, and to date the career outcomes of graduates have not been described.Objectives. To explore factors that influence the career journeys of graduates from Stellenbosch University’s LIC.Methods. An interpretivist, qualitative study was performed. Semi-structured interviews that were recorded and transcribed were conducted (8 graduates, ≥5 years after graduation). Inductive thematic analysis was done. Participants were asked to depict their career journeys. These pictures and an interview guide were used as prompts during the interviews.Results. Three themes were generated from the data: (i) feeling prepared for the career journey; (ii) acquiring a new motivation and career goals; and (iii) unexpected influences on career journeys. The availability of posts and transformative influences are important factors in the career journeys of LIC graduates. These graduates were enabled by their undergraduate training to explore non-traditional career options and preferred working in rural environments. Although individual priorities caused many participants to work in urban settings, they indicated a desire to return to rural environments.Conclusions. The LIC training at Stellenbosch University acts as a significant influence on the early career journeys of such graduates, which are possibly achieved in two ways. Firstly, LIC supports the development of professional identities among its graduates. Secondly, LIC supports transformative learning within a safe learning environment that leads to changes in perspectives regarding the graduates’ responsibility towards patients and communities.

How Might I change the world? Enriching Social Impact and Career Aspirations With a Global Experiential Instructional Innovation

This article outlines a novel approach for career readiness which embeds a global engagement trip within a social entrepreneurship course. Utilizing an empathy driven approach, the instructional innovation exposes students to social impact and innovation in an entrepreneurial setting, provides an opportunity for rich engagements with social and micro-entrepreneurs, and facilitates connection with self and others. Reflexive assignments and dialogues are integrated throughout the instructional innovation allowing students to identify and reflect on their aspirations and intentions for creating societal impact in their career journeys. Participation in this experience has resulted in outcomes related to career goals, including new plans for building social impact into work and renewed social entrepreneurial intentions. Instructions, exercises, and evidence of their effectiveness are provided.

Career Education Skills and Career Adaptability among College Students in China: The Mediating Role of Career Decision-Making Self-Efficacy.

In the past, the shift in career patterns and the unprecedented disruptions caused by events such as COVID-19 have posed notable challenges for job seekers. This holds particularly true for college students who are preparing to enter the workforce. In this context, enhancing career adaptability plays a vital role in shaping their career development. The primary objective of this research was to investigate the relationship between career education skills and career adaptability among 273 undergraduate students in China. Additionally, the study aimed to explore the mediating effect of career decision-making self-efficacy in shaping this relationship. The findings of the correlation analysis indicate a significant positive correlation between career education skills and career adaptability. Moreover, the results of the mediation model revealed that career education skills significantly contribute to improving career adaptability along with the mediating effect of college students' self-efficacy in making career decisions. This study suggests that universities should prioritize the development and expansion of career education initiatives. They should not only help establish clear career goals for college students but also cultivate a positive and flexible career outlook to assist them in better adapting to various changes that may arise throughout their career journeys.

The Career Issue: A Path for Everyone

There are as many career journeys in the geosciences as there are people wandering through the field. Read about how 14 scientists found their way.

A Systems View of Career Development for Systems Engineering Leadership

AbstractSE leaders' career development journeys are primarily driven by their experiences that shape their capability, qualities, and perspective; however, the pathways that individuals take are not only broad and varied, but also equally affected by personal life decisions and external factors. This paper describes a two‐fold study that aimed to: a) provide insight into commonalities in the career journeys of SE leaders, and b) ascertain how key areas affect career development. Five key areas were explored: education, technical experience, soft skills experience, job satisfaction and work‐life balance. A mixed and multi‐method approach was taken, gathering data from sixty‐one participants through interviews, surveys and facilitated workshop. The study found that although there was no ‘blueprint’ that yields successful SE leadership, there were themes/trends that were common. An influence model was developed to highlight these trends in the form of the key areas, factors affecting them, and the interrelationships between them.

Resilience and well‐being among expatriate entrepreneurs: Envisioning life after a global crisis

AbstractExpatriate entrepreneurs are exposed to greater risk than ‘local’ entrepreneurs, particularly during exogenous crises. Their psychological characteristics can influence how they view such threats and may inform resultant coping strategies. Reflecting on pre‐entrepreneurship experiences and envisioning life post‐crisis allows identification of 'what worked' for entrepreneurs throughout their career journeys. This exploratory study investigated the career reflections and future planning of 12 purposively sampled for‐profit expatriate entrepreneurs based in the United Arab Emirates, a country with a primarily expatriate workforce. Reflexive Thematic Analysis of semi‐structured interview data revealed two overarching themes, “resilience” and “valuing relationships.” These were evident in participants’ career development narratives, demonstrating the centrality of these positive psychology constructs throughout their career journeys in impacting business outcomes and well‐being. Despite facing significant challenges, participants were hopeful due to intrinsic (resilience) and extrinsic (relationship) factors, both of which may support psychological health and aid future career efforts. These findings are relevant to career counselors and entrepreneurship educators, who can promote the role of soft skills, including relationship‐building, and positive psychological constructs as buffers against future challenges.

Teachers of Ethiopian origin in Israel: early career journeys and obstacles to being a teacher in the shadow of affirmative action

ABSTRACT This study deals with teachers of Ethiopian origin, i.e. second-generation immigrants from Ethiopia or those who were brought to Israel by their parents as young children. The goals of the study are twofold: first, to trace the obstacles they face against the background of racial discrimination and affirmative action, and second, to describe three prominent journeys that characterize the transition from studying in academic colleges of education to entry into teaching in schools, and how various incentives and support programs shape these transitions. The data was collected through life-story interviews with 10 teachers and semi-structured interviews with 10 dedicated support programs’ coordinators from academic colleges of education. The findings revealed a complex relationship between racial discrimination that these teachers face when entering teaching, and affirmative action policies that sometimes work against EDOT. The discussion interprets these consequences by using both Critical Race Theory and Optimal Distinctiveness Theory.

The experience of others – reflections on professional practice, values and motivations from alternative career journeys

ABSTRACT Planners now work in a variety of alternative career paths in contrast to the traditional binary concept of working in the public sector or the private sector. This practice review article includes anonymous reflections from eight planning practitioners who work in ‘other’ employment fields, which reveal important motivations and values. The ability to make justified decisions, being pragmatic, clear communication, being empathetic, the ability to ‘bring people with you’ and a continued sense of working in, and for, the public interest all featured strongly. The ongoing enthusiasm and dedication to the vocation of planning shone through.